CTE Instructional Support Specialist provides instructional support to Career and Technical Education (CTE) and Career Learning Community (CLC) teachers. The position provides job-embedded professional development to meet the unique needs of CTE and CLC guidelines and assists with the development of CTE and CLC curriculum, assessments, and learning experiences.

• Develops new curriculum and updates existing curriculum in collaboration with CTE and CLC teachers, CTE division leadership, and building administrators to address areas of greatest need;
• Designs and facilitates job-embedded professional development opportunities for CTE and CLC teachers;
• Supports Career Learning Community teachers’ engagement efforts with stakeholders within the schools and the community;
• Guides CTE and CLC teachers in the procurement and use of approved materials, software, and equipment;
• Keeps abreast of current and emerging developments, research, technology, regulations, and guidelines in Career and Technical Education in order to support CTE and CLC teachers;
• Engages in personal professional learning experiences to stay current regarding the knowledge and skills necessary to effectively impact the instructional practices of teachers that best meet the needs of all students in Career and Technical Education and Career Learning Communities;
• Supports collaboration between CTE and academic teachers to develop interdisciplinary learning experiences aligned with academic and CTE learning goals;
• Supports the instructional development of teachers in understanding and aligning instruction with the ACPS curriculum and varied assessments, the Framework for Quality Learning, ACPS Culturally Responsive Teaching Framework, and data analysis;
• Supports teachers to develop a robust repertoire of instructional practices through collaboration in planning and lesson design;
• Assists teachers with planning and pacing of lessons, differentiation, and the selection of best practices to meet the needs of all learners, including culturally responsive teaching strategies;
• Guides and assists teachers in selecting strategies, resources, and materials that promote student engagement, learning, and problem-solving based on different learning preferences, readiness, and interests;
• Informally observes (non-evaluative) lessons and provides feedback on teacher’s instructional delivery and student learning;
• Models or co-teaches lessons in classrooms on a regular basis;
• Builds teachers’ capacity to utilize a variety of data to make informed instructional and assessment decisions including Industry Credential data; College Career and Civic Readiness data and Career Interest assessment data;
• Performs other duties as assigned;

Demonstrates understanding of cultural competency and promotes a climate of equity and inclusion; Demonstrated knowledge of career and technical education programming including curriculum competencies, Career and Technical Student Organizations (CTSOs), industry credentials, career development, community partnerships, equipment, and work-based learning; Demonstrated knowledge of career learning community programming including gateway courses, pathway sequences, capstone courses, and pathway plus courses; Demonstrated knowledge of adult learning theory; Demonstrated knowledge and use of a rich array of instructional approaches, resources, and technologies; Demonstrated skills in analyzing and using data for instructional decision-making; Demonstrated interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development; Demonstrated skills in utilizing active listening and questioning to formulate next steps and solutions;Demonstrated asset-based thinking and elements of growth mindset in practice;Ability to design and implement high-quality job-embedded professional development; Knowledge and understanding of equity issues in school cultures; Knowledge and skills to support teachers in implementing the Framework for Quality Learning, the domains and standards of the Educator Performance Appraisal, and the protocols and purpose of Professional Learning Communities;Knowledge and understanding of culturally responsive teaching practices;

Any combination of education and experience equivalent to graduation from an accredited college or university with a degree in curriculum and Instruction, Educational Leadership, or a related educational field, and a minimum of five years teaching experience in CTE courses preferred; CTE endorsement preferred; Culturally Responsive Teacher mico-credential or certification preferred; Instructional coaching experience preferred; Previous experience developing curriculum preferred. Virginia professional teaching certification is required.

Duties performed typically in school settings include classroom, gym, cafeteria, auditorium, and recreational areas. Frequent operation of automated computer office equipment is required. Frequent travel to school sites throughout the County and occasional statewide or regional travel is required. Attendance at meetings outside the normal duty hours is sometimes required. Regular interactions with teachers and leaders throughout the School Division are required.

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibility.